DEVELOPING GUIDANCE SKILLS

1. I can identify goals of effective guidance2. I can list personality traits of effective

early childhood teachers.3. I can describe principles of direct and

indirect guidance.4. I can explain various techniques for

effective guidance.5. I can summarize ways to promote a

positive self-concept in each child.

_____ Activity: Guidance on the spot_____ Write open ended questions_____ Target Sheet: Positive Guidance_____ Pattern Puzzles on Direct Guidance_____ Target Sheet: Direct and Indirect Guidance_____ Target Sheet: Putting effective guidance into practice_____ Brainstorm different ways to praise_____ Write I- messages_____ Target Sheet: Guidance techniques_____ Word combining use vocabulary

“Alicia sat in the corner looking at a library book. Slowly she ripped a page from the book. On the other side of the room, Wyatt knocked Hunter’s block tower over. Then he speed to the art table and grabbed Ryder’s play dough. At the same time, May entered the room, greeted another child and threw her coat on the floor.”

How will you guide these children?

Working with Young Children

Make a Y-chartWrite the three segments labeled

DisciplineGuidancePunishment

Write the traits of each item in the segment

DisciplineGuidance vs Punishment

GUIDANCE-POSITVE PUNISHMENT-NEGATIVE Discipline – training

that develops self-control

Direct or indirect to help children develop appropriate behavior

Learn to take responsibility for their actions

Discipline – strict control used to enforce obedience

Shows little respect for the child

Intended to humiliate or hurt a child

Removing privileges or reprimanding physically

Unreasonable, harsh actions to force a child to do what the adult wants

GOALS OF GUIDANCE

1. Maintain self esteem2. Behavior to change3. Learn self control – self regulation4. Direct their own behavior without

help

Prosocial BehaviorsActs of kindness that benefit othersDemonstrate cooperation and helpfulness

Verbally and physically helping others

Accepting and respecting others feelings

Helping others Helping with clean up Sharing toys and

materials Sharing affection Showing concern Caring how actions affect

others

Guidance and You The teachers personality will affect the

behavior of the class Effective teachers encourage and show

interest in children Use more suggestions, then commands Interact often with children and ask open

–ended questions (require more then a one word answer)

Open-Ended Questions What would happen if…? What if…? What else could you do? Why did…? What do you think will happen next?

Model Pro social behavior Uncooperative teacher – hyperactive,

disruptive, and bored kids Talkative teacher- shy classroom Nurturing teacher – children interact

easily with each other Permissive teacher – aggressive and

attention-seeking behavior from the children

Preparing for Guidance Observe the children – how do they

behave How do you respond to the kids?

Biases Behavior expected based on culture, gender,

personality, appearance Stereotypes

Preparing for GuidanceCULTURAL VARIATIONS SHARING OBSERVATIONS Learn about the

customs of the children in your care

Understand their nonverbal behavior Eye contact Touch Gestures Space

Plan with other teachers

Ask others to observe a child for you

Don’t socialize with other teachers until after class

Sit with the kids Let them begin the

interaction with you.

GuidanceINDIRECT GUIDANCE DIRECT GUIDANCE Outside factors that

influence behavior Room layout

Verbal and nonverbal actions

Facial expressions communicate a variety of messages

Body gestures also communicate

Verbal and nonverbal need to match

Direct Guidance Principles Use simple language Speak in a relaxed voice Be positive Offer choices with care Encourage independence and cooperation Be firm Be consistent Provide time for change Consider Feelings Intervene when necessary

Indirect Guidance Outside factors that influence behavior Physical set-up of a classroom

Health and safety Allow for independence

Target Sheet: Direct and Indirect Guidance

Techniques for Effective Guidance

Teach acceptable behaviors Children will teach each other Specific guidance techniques

Positive Verbal Environment

All the communication that occurs within the classroom. ( Adult and child)

Includes nonverbal Teachers – active listening Be prepared Use the kids names when speaking Please, thank you, excuse modeled Sincere, and constructive

Positive Reinforcement Rewarding positive behavior Positive messages will encourage

children to repeat behaviors (door) Be careful to not reward for unacceptable

behavior (silliness)

Using ConsequencesNATURAL LOGICAL Follow naturally Don’t require

intervention Effective in guiding

behavior , but can’t use if safety is at risk

Deliberately set by an adult

Should relate to the behavior

Make kids aware of the limits and the consequence

Warning Remind them of the limit and

consequence Warn only once Undesirable behavior occurs again

enforce the consequence Provide children the opportunity to

correct their behavior Provide time to comply

Time-out Moving the child away from others for a

short period of time. Use it when a child’s disruptive behavior

can’t be ignored Chill out time – to gain self-control Tell children in advance what the rules

are that breaking the rule will result in time out

How to use timeout- give the prompt, don’t discuss it again. If behavior occurs again add another minute to time out

I messages I messages communicate your

perceptions and feelings Tells the child how you feel about their

behavior I does not place blame on the child It helps the child see how others view

their behavior

I message1. State the

child’s behavior

2. State your feeling

3. The effects of the behavior

4. What you want done

When I see you hitting Sammy, I am unhappy because you are hurting him. I want you to stop hitting Sammy

Change the following statements to I messages

You lied to me You broke my car You spit on me You didn’t pick me

up from school

Child’s behavior Your feelings Effect of behavior What you want

done

Praising and Affirming

Rules of Effective Praise Make praise age appropriate Give praise immediately, while still in the

act Always establish eye contact Do not over praise, them becomes less

effective

Affirm the behavior – “ I see you like to help others”

Ineffective praise – good job, super, terrific, fantastic (repetitive and not genuine)

Practice Effective Praise Good for you Beautiful work Wonderful I am proud of you Terrific

Suggesting

Prompting

Persuading

Redirecting

Modeling

Listening

Ignoring

Encouraging

Keep suggestions positive Listen

carefully to the story of the Three Little Pigs

Children you are to noisy and behaving poorly! Now shut up so I can read the story of The Three Little Pigs

Encouraging Believe in

themselves Recognize their

efforts for improvement

Children need to feel good about themselves

You can do it all by yourself

You know how it works

I know you can fix it

You were able to do it last week

You must be pleased

Promoting a Positive Self-Concept

You actions should always promote a positive self-concept

Self- concept are the qualities a child believes he or she has

Results form beliefs, feelings and perceptions a child has of themselves

Self-concept is built gradually and continues to grow

Self-esteem Making judgments about your own worth

and feelings How worthy am I? Child lacks self confidence, they reveal

inadequacies Withdraw from activities Unwilling to try new things Overly anxious Hostile Seek attention Perform poorly on purpose

Self Esteem Positive self-esteem- able and important

Accept themselves and others Judge their own skills Cope with problems More objective Understand other’s behaviors

Promote or Undermine children’s self esteem

Teachers actions toward children affects how the kids feel about themselves

Subtle messages in verbal and nonverbal feedback

Consider the impact of your words Notice the subtle ways you interact